A birth-to-college (BTC) model of public education seeks to not only close—or even prevent—the ac... more A birth-to-college (BTC) model of public education seeks to not only close—or even prevent—the achievement gap for our society’s most vulnerable children but also to provide high-quality, equitable public education for all that results in learning and skills that can take a student through college graduation to later life successes. These goals can be realized through the creation of a model of public education that (1) begins at birth and extends through college graduation, (2) is characterized by evidence-based, high-quality experiences and supports for students and their families, (3) is grounded in trusting relationships and communication “among all adults who share responsibility for [students’] learning and development” and (4) is aligned so that each experience has a cumulative effect—ideally, each coherently contributes to the next by sustaining and building upon the growth and learning that comes before. Therefore, BTC alignment refers to the coherent set of educational exp...
Looking beyond swiping and tapping: Review of design and methodologies for researching young chil... more Looking beyond swiping and tapping: Review of design and methodologies for researching young children's use of digital technologies. Abstract We conducted a systematic, in-depth literature review to examine the research around digital technology and media technologies for young children. We were particularly interested in understanding the range of research designs and specifics about elements of the method employed for researching digital technologies with young children (i.e., birth to 5 years). We focused precisely on this age group because it overlaps with the early childhood education period, and recent policy statements that focus on technology usage in young children and offer varying recommendations for children whose chronological age falls in the first five years of life. We completed a detailed analysis of 60 studies published 2011 to 2015; our synthesis focused on describing the research designs, and several specifics of the research method in each primary source: child demographics, the materials used in the research tasks, and the social and cognitive nature of tasks that children engaged in throughout each empirical study. Our findings provide insight for a framework that captures the complex interplay between child development, learning, lived experiences, and social contexts that surround the use of digital technologies. See https://cyberpsychology.eu/issue/view/658
A birth-to-college (BTC) model of public education seeks to not only close—or even prevent—the ac... more A birth-to-college (BTC) model of public education seeks to not only close—or even prevent—the achievement gap for our society’s most vulnerable children but also to provide high-quality, equitable public education for all that results in learning and skills that can take a student through college graduation to later life successes. These goals can be realized through the creation of a model of public education that (1) begins at birth and extends through college graduation, (2) is characterized by evidence-based, high-quality experiences and supports for students and their families, (3) is grounded in trusting relationships and communication “among all adults who share responsibility for [students’] learning and development” and (4) is aligned so that each experience has a cumulative effect—ideally, each coherently contributes to the next by sustaining and building upon the growth and learning that comes before. Therefore, BTC alignment refers to the coherent set of educational exp...
Looking beyond swiping and tapping: Review of design and methodologies for researching young chil... more Looking beyond swiping and tapping: Review of design and methodologies for researching young children's use of digital technologies. Abstract We conducted a systematic, in-depth literature review to examine the research around digital technology and media technologies for young children. We were particularly interested in understanding the range of research designs and specifics about elements of the method employed for researching digital technologies with young children (i.e., birth to 5 years). We focused precisely on this age group because it overlaps with the early childhood education period, and recent policy statements that focus on technology usage in young children and offer varying recommendations for children whose chronological age falls in the first five years of life. We completed a detailed analysis of 60 studies published 2011 to 2015; our synthesis focused on describing the research designs, and several specifics of the research method in each primary source: child demographics, the materials used in the research tasks, and the social and cognitive nature of tasks that children engaged in throughout each empirical study. Our findings provide insight for a framework that captures the complex interplay between child development, learning, lived experiences, and social contexts that surround the use of digital technologies. See https://cyberpsychology.eu/issue/view/658
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